The final study that was aimed to achieve the aim of this research is presented in chapter 6. The study was developed and designed based on the results of the first two studies (presented in chapters 4 and 5). The objective of the study was to develop a framework for the critical factors influencing the use of a course management system (WebCT) by undergraduate students. Furthermore the study aimed to investigate the relationship between the framework variables. The variables were determined generally from the background research in the area and specifically from the results of the first two studies presented in this thesis. The study framework consisted of three main dimensions with ten variables involving the technology dimension, instructor dimension, and learner dimension. The learner dimension has three factors which are: students‟ interaction with their classmates, students‟ capability of using the internet, and the students‟ capability of using WebCT. The instructor dimension consisted of three factors which are: the technical competence of the instructor, the instructor‟s way of presenting materials on WebCT, and interaction between students and their instructor. The technology dimension consisted of the following factors: usefulness, ease of use, flexibility, and quality. The study was deigned to investigate the relationship between the framework‟s three dimensions and students‟ attitudes towards WebCT, their achievement in the observed modules, and their use of WebCT tools. In order to achieve the aim of the study, three groups of students from different subject areas were observed. The results indicated, that students‟ attitude towards using WebCT was found to have a positive relationship with the three dimensions of the framework. The students‟ achievement was found to have positive relationship with the instructor and learner dimensions. In addition, students‟ use of WebCT was found to have positive relationship with the technology and learner dimensions. A detailed explanation of the main findings is given below.
118 7.2.3.1 Attitude
The results suggest that students have a positive attitude towards using a course management system (WebCT) on their courses. In the third study, the technology dimension was found to correlate significantly with students‟ attitudes towards using WebCT. The technology dimension is the students‟ perception of the usefulness, ease of use, flexibility, and the quality of the course management system that have been used to support their courses. The significant positive correlation obtained here, implies that higher scores on the technology dimension tend to go with a more positive attitude towards using WebCT. This finding is partly similar to the findings of Bangert (2005); he found that flexibility of accessing web-based courses at anytime from anywhere is appreciated by students. Using WebCT keeps students up to date with new information in relation to course content. Moreover, course quality was found to be associated with students‟ positive attitude towards using WebCT. Similarly, Felix (2001) found that the quality of the delivered information is essential and the instructor has to be sure of the quality of the material going online. This result also indicates that the more students find the system easy to use and useful, the more positive an attitude they have towards using it. Students prefer to use WebCT more when they think it is a clear and easy system to use and it is a system where they can find the information they need without difficulty. Several studies have found similar results such as (Minton & Willett 2003; Matuga 2001; Jurczyk et al. 2004; Collins 2000; Hong et al. 2003; Lee & Shih 2001).
The instructor dimension was found to correlate positively and significantly with students‟ attitudes towards using WebCT. The instructor dimension has three factors: technical competence of the instructor, the instructor‟s way of presenting materials on WebCT, and the interaction between students and their instructors. Swan (2001) stated that the frequency of instructor interaction with students has a significant effect on the success of online courses. The results from this study suggest that students‟ attitudes toward using WebCT have been affected by their module leader‟s way of presenting material on WebCT and their technical competence, and also the student-instructor interaction. The affect of instructors‟ activities on web-based course on students‟ attitudes towards using the system can be found in Sun et al. (2008). They stated that learner satisfaction toward e-Learning activities can be
119 affected by their instructors‟ attitudes in handling these learning activities. This suggests that a less enthusiastic instructor or an instructor with a negative view of e- Learning education should not expect to gain high satisfaction or motivation in their students. Students who had more interaction with an instructor and other classmates tended to be more satisfied with their Web courses as also reported in Kim & Moore (2005).
The learner dimension was found to correlate significantly and positively with students‟ attitudes towards using WebCT. The learner dimension has three factors which are: students‟ interaction with their classmates, their capability in using the internet, and their capability in using WebCT. This means that students who have more experience in using the internet and WebCT tend to have a more positive attitude towards using WebCT. This result corresponds to the findings of Sun et al. (2008); they stated that students‟ computer experience has an affect on their preference in using e-Learning courses. Related results were found by Arbaugh and Duray (2002); they stated that students who have previous experience in using the internet and on-line courses were found to be more satisfied with the course delivery medium.
7.2.3.2 Use of WebCT
The technology dimension was found to correlate significantly and positively with students‟ use of WebCT. This means that WebCT usefulness, ease of use, flexibility and quality affect the students‟ use of WebCT. The more the students feel that WebCT is flexible, useful and easy to use, the more they use it. This backs up the finding of Davis (1989) whose Technology Acceptance Model describes that a person‟s behavioural intention concerning the use of an application is determined by perceived usefulness and perceived ease of use. Similarly, Felix (2001) found that the quality of the delivered information is essential and the instructor has to be sure of the quality of the material going online.
The learner dimension was found to correlate significantly and positively with the students‟ use of WebCT. This suggests that students who have experience in using the internet and WebCT tend to use WebCT more often than those who do not.
120 Moreover, students who appreciate student-student interaction via WebCT use WebCT more than those who do not. Similarly, Hong et al. (2003) stated that computer skills are found to be an important aspect for students‟ improvement in web-based courses. Computer science students accept WebCT more than other students because they are more familiar with the technology. Moreover, Kalifa and Lam (2002) stated that learner interaction with the web-based course is the most important aspect of the learning process.
7.2.3.3 Achievement
The instructor dimension was found to correlate significantly and positively with the students‟ achievement (students‟ coursework and exam marks). This suggests that the module leaders‟ way of using WebCT and their interaction with the students affected students‟ achievement. This finding backs up results reached by Thurmond et al. (2002). They stated that student achievement could be improved by multiple feedbacks from the instructor. Moreover, Hong et al. (2003) stated that training for module leaders may also be needed as this affects their way of posting information which is considered to be an important aspect affecting students‟ achievement.
The learner dimension was found to correlate significantly and positively with the students‟ achievement. This indicates that students who have more experience using the internet and WebCT achieved better marks that those who do not. In addition, students who appreciated the student-student interaction tend to achieve better than those who did not. This suggests that student-student interaction affected students‟ achievement which is similar to the result of the study by Hoskins and Hoof (2005); they found that there is a relationship between using the discussion board and student achievement. Similarly, Picciano (2002) indicated that there is a relationship between student interaction and achievement on a web-based course.
7.2.3.4 The relationship between students’ use of WebCT and their achievement An important aspect of this study is the relationship between students‟ use of WebCT and student achievement. Analyzing the data from the tracking system showed a notable result regarding student achievement. First of all there is a positive significant relationship between the total use of WebCT (hits) and the students‟
121 grades, which suggests that students who visit WebCT more often get better grades. Visiting different pages within the module resources was found to have a positive significant relationship with student grades. This result is similar to the findings of Sayers et al. (2004). They found that students who used WebCT got slightly better grades than those who did not use it and they also found in the same study that using WebCT does not have a negative effect on written exam performance.
Furthermore, the results from the tracking system indicated a positive relationship between the number of messages students read in the communication board and their achievement. Students who read more messages got better grades. Reading the discussion board messages has a positive relationship with students‟ grades for exams and coursework. These correlations clearly show that using the bulletin board has a positive influence on student achievement. It can be concluded from these results that students who use the discussion board more may get better grades than those who do not. This result corresponds to the findings of Hoskins and Hooff (2005); they stated that it was extremely promising to find that the use of dialogue can influence the students‟ achievement in assessed coursework.
Course management systems are widely used in universities and educational institutions. It is important to establish an appropriate framework for research to enhance the effectiveness of these systems. Many researchers have identified variables dealing with course management systems. Different systems have been studied and WebCT is one of the most used systems.